Commentary: A Summary and Analysis of Twenty-Seven Years of Geoscience Conceptions Research

Autor/in	Cheek, Kim A.
Titel	Commentary: A Summary and Analysis of Twenty-Seven Years of Geoscience Conceptions Research
Quelle	In: Journal of Geoscience Education, 58 (2010) 3, S.122-134 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	Geology; Earth Science; Educational Research; Journal Articles; Periodicals; Bibliometrics; Elementary Secondary Education; Higher Education; Research Design; Scientific Literacy; Misconceptions; Scientific Concepts; Elementary School Students; Secondary School Students; Undergraduate Students; Knowledge Level; Research Methodology; Data Collection; Age Groups; Statistical Distributions; Standards; Literature Reviews + Suchen Sie Ihr Suchwort? Historische Geologie; Earth sciences; Geowissenschaften; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Bibliometrie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsdesign; Missverständnis; Sekundarschüler; Wissensbasis; Research method; Forschungsmethode; Data capture; Datensammlung; Age grop; Altersgruppe; Wahrscheinlichkeitsverteilung; Standard
Abstract	Seventy-nine studies in geoscience conceptions appeared in peer-reviewed publications in English from 1982 through July 2009. Summaries of the 79 studies suggest certain recurring themes across subject areas: issues with terms, scale (temporal and spatial), role of prior experience, and incorrect application of everyday knowledge to geoscience phenomena. The majority of studies reviewed were descriptive and employed only one method of data collection and response type. Eleven-fourteen-year-olds and university undergraduates were most commonly represented in the samples. A small percentage of studies of geoscience conceptions of K-12 students made reference to standards documents or a curriculum as justification for the research design. More directed descriptive studies, along with greater parity between descriptive and intervention studies is needed. Greater attention to developmental theories of concept acquisition, national standards documents, and intersection with cognitive science literature are warranted. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01